scholarly journals The critical thinking dispositions of students around coffee plantation area in solving algebraic problems

2018 ◽  
Vol 7 (2.10) ◽  
pp. 18
Author(s):  
Kurniati Dian ◽  
Zayyadi Moh
Keyword(s):  
Critical Thinking ◽  
Junior High School ◽  
Video Recording ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Research Subjects ◽  
Coffee Plantation ◽  
Thinking Dispositions ◽  
Critical Thinking Dispositions ◽  
Thinking Disposition

The present study aimed at describing the dispositions of students around a coffee plantation in solving algebraic problems, especially those pertaining to fraction and comparison. Critical thinking disposition denotes the initial milestone to developing students’ critical thinking skills. The study investigated four components of critical thinking dispositions, comprising of truth-seeking, open-mindedness, self-confidence, and inquisitiveness. The subjects under investigation were 45 students at the second grade of a junior high school situated around Garahan coffee plantation in Jember district, East Java, Indonesia. The study covered several phases, inter alia, (1) describing problems on Algebra to the students, (2) recording any activities of the research subjects when doing tasks given, (3) analyzing the students’ answer sheets based on four components of critical thinking dispositions, (4) conducting method triangulation projected to confirm the preliminary findings on the students critical thinking dispositions, and (5) determining the students’ critical thinking dispositions based on the results of direct observation, video recording, and interview. The study gained several findings related to the students’ dispositions. First, the students’ tendency in truth-seeking was characterized by their analysis on the problems given on themes regarding coffee. This prevented them from making mistakes as they checked some information, be it known or unknown, as the bases for problem solving. However, not every student was aware of what was unknown about the problem or what was required to solve the problem. Second, their tendency in open-mindedness was evinced by the fact that they were assured of their answer as they related it to their experience in planting coffee. Nevertheless, some students tended to ask their parent when they had to determine the amount of diameter comparison between two logs to be connected. Third, they tended to be confident in solving problems given as they had experienced the activities described in the problem when they assisted their parents in planting coffee, but still some students had yet to be sure of their answers as they lacked the experience in planting coffee. Lastly, they tended to possess sound inquisitiveness concerning various issues pertinent to solving algebraic problems, especially themed on coffee. They acquired the inquisitiveness by observing the actual activity in their environment. Nonetheless, their inquisitiveness could not be generalized to algebraic lessons at school. 

scholarly journals A Comparative Study of Critical Thinking Skills Between English and Japanese Majors in a Normal University

2019 ◽  
Vol 12 (12) ◽  
pp. 30
Author(s):  
Fenglin Zhou ◽  
Yuewu Lin
Keyword(s):  
Critical Thinking ◽  
Foreign Language ◽  
Self Regulation ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
National Standards ◽  
Thinking Dispositions ◽  
Critical Thinking Dispositions ◽  
English Majors ◽  
Normal University

Critical thinking is one of the core objectives of talent training in higher education. Meanwhile, the cultivation of critical thinking skills in foreign language teaching has become more and more urgent, and it has also been written into the national standards for the training of foreign language talents. A good critical thinking includes both a skill dimension (Critical Thinking Skills) and a disposition dimension (Critical Thinking Dispositions). Critical Thinking Skills include interpretation, analysis, evaluation, inference, explanation and self-regulation. This study intends to explore the current situation of the critical thinking skills of undergraduates in foreign language majors (English and Japanese) in a Normal University, and then attempts to find out the similarities and differences in critical thinking skills between English majors and Japanese majors after years of study at college. The results show that a clear difference exists between English majors and Japanese majors in overall critical thinking skills. In particular, English majors are superior to Japanese majors. Another finding is that there are also differences between the two majors in the three core sub-skills of critical thinking skills, analysis, evaluation and inference.

scholarly journals An Analysis Of Mathematics Teacher Candidates Critical Thinking Dispositions And Their Logical Thinking Skills

2013 ◽  
Vol 9 (3) ◽  
pp. 257-266 ◽  
Author(s):  
Lutfi Incikabi ◽  
Abdulkadir Tuna ◽  
Abdullah Cagri Biber
Keyword(s):  
Critical Thinking ◽  
Mathematics Teacher ◽  
Teacher Candidates ◽  
Grade Level ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
School Type ◽  
Logical Thinking ◽  
Thinking Dispositions ◽  
Critical Thinking Dispositions

This study aimed toinvestigate the existence of the relationship between mathematics teachercandidates critical thinking skills and their logical thinking dispositions interms of the variables of grade level in college, high school type, and gender.The current study utilized relational survey model and included a total of 99mathematics teacher candidates from the department of elementary mathematicseducation at a university in Turkey. Among the results of the study were thatmathematics teacher candidates had a low level of logical thinking skills andcritical thinking dispositions; mathematics teacher candidates logicalthinking skills were improved from second grade to third grade level whiletheir critical thinking skills did not change considerably by the grade level;mathematics teacher candidates critical thinking abilities did not affectconsiderably by the high school type that were graduated from while regularhigh school graduates possessed lower level of logical thinking abilities thanthe others; a weak and negatively directed correlation between mathematicsteacher candidates critical thinking dispositions and their logical thinkingskills was evident.

scholarly journals Critical Thinking Disposition: The Effects of Infusion Approach in Engineering Drawing

2017 ◽  
Vol 6 (3) ◽  
pp. 305 ◽  
Author(s):  
Norazlinda Mohd Darby ◽  
Abdullah Mat Rashid
Keyword(s):  
Critical Thinking ◽  
Treatment Group ◽  
Thinking Skills ◽  
Control Group ◽  
Engineering Drawing ◽  
Higher Order Thinking Skills ◽  
Critical Thinking Disposition ◽  
Thinking Dispositions ◽  
Critical Thinking Dispositions ◽  
Thinking Disposition

Critical Thinking Disposition is known as an important factor that drives a student to use Higher Order Thinking Skills (HOTS) in order to solve engineering drawing problems. Infusing them while teaching the subject may enhance students’ disposition and higher order thinking skills. However, no research has been done in critical thinking disposition while teaching engineering drawing. The current study is to evaluate how critical thinking disposition infused in Engineering Drawing affected students’ thinking disposition. Quasi-experimental with non-equivalent control group design was conducted on the groups from two different Technical Matriculation College for 8 weeks. Two teaching methods, which are Conventional approach and Infusion Approach, were used while teaching Engineering Drawing for control group and treatment group. Control group with 29 students and treatment group consist of 31 students were selected as samples. Pre-test shows that there is no significant different in critical thinking dispositions between control group and treatment group. However, the result in post-test shows that treatment group was significantly higher in critical thinking dispositions compared to control group.

scholarly journals THE IMPLEMENTATION OF THE PROBLEM-BASED LEARNING METHOD TO ENHANCE GRADE 7 STUDENTS’ CRITICAL THINKING SKILLS IN LEARNING MATHEMATICS AT SMP HOLLAND VILLAGE MANADO

2019 ◽  
Vol 3 (1) ◽  
pp. 108
Author(s):  
Ryan Oktapratama ◽  
Imanuel Adhitya Wulanata Chrismastianto ◽  
Dylmoon Hidayat
Keyword(s):  
Critical Thinking ◽  
Junior High School ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Research Subjects ◽  
Learning Mathematics ◽  
Critical Skills ◽  
Post Test ◽  
Data Analysis Result

<p class="abstrak">Critical thinking is one of the most important issues in education. However, based on field observation results it is found that students have low critical thinking skills. One reason is that learning activities in the classroom do not foster students’ critical thinking skills. The purpose of this research study to enhance students’ critical skills by implementing the <em>Problem-based Learning </em>(PBL) method. The research subjects were 29 grade 7 students in a junior high school in Manado. The research method used was Classroom Action Research (CAR), conducted from September 12 to November 3, 2017. The instruments used were diagnostic tests, pre-tests and post-tests, observation sheets, student interviews, checklists by observers and students, and the researcher’s reflection journal. Data results were analyzed using the descriptive qualitative method. The results showed that the implementation of the PBL method was able to enhance students’ critical thinking skills in learning math with the achievement percentage of students who passed the KKM for pre-test and post-test based on the overall data analysis result from cycle one to two showing an enhancement of 22% on the first indicator, 9% on the third indicator, and 2% on the fourth indicator. The second indicator showed no enhancement amd there was a decrease of 8% on the fifth indicator. Therefore, the PBL method is effective in enhancing students’ critical thinking skills through each stage of the method in the learning process.</p><p class="abstrak"><strong>BAHASA INDONESIA ABSTRACT: </strong>Kemampuan berpikir kritis adalah salah satu hal terpenting dalam dunia pendidikan. Namun, berdasarkan observasi di lapangan ditemukan bahwa siswa memiliki keterampilan berpikir kritis yang rendah. Salah satu penyebabnya adalah aktivitas pembelajaran di kelas tidak melatih keterampilan berpikir kritis siswa. Adapun tujuan dari penelitian ini untuk meningkatkan keterampilan berpikir kritis siswa menggunakan metode <em>Problem-based Learning </em>(PBL). Subyek penelitian adalah 29 siswa kelas VII di suatu SMP di Manado. Metode penelitian yang digunakan adalah Penelitian Tindakan Kelas (PTK), dilakukan dari September sampai dengan November 2017. Instrumen yang digunakan adalah <em>diagnostic test</em>, <em>pre-test</em> dan <em>post-test</em>, lembar observasi, wawancara siswa, <em>checklist</em>oleh pengamat dan siswa, dan jurnal refleksi peneliti. Analisis data hasil penelitian menggunakan metode deskriptif kualitatif. Hasil penelitian menunjukkan bahwa penerapan metode PBL mampu meningkatkan keterampilan berpikir kritis siswa dalam pembelajaran matematika dengan peningkatan indikator satu sebesar 22%, indikator tiga sebesar 9%, dan indikator empat sebesar 2%. Adapun untuk indikator dua tidak mengalami peningkatan dan indikator lima mengalami penurunan sebesar 8%. Dengan demikian, metode PBL terbukti efektif meningkatkan keterampilan berpikir kritis siswa melalui setiap tahapan metode dalam proses pembelajaran.</p><div><hr align="left" size="1" width="33%" /></div>

scholarly journals Proses berpikir kritis matematis siswa sekolah menengah pertama melalui discovery learning

2019 ◽  
Vol 6 (1) ◽  
pp. 99-117
Author(s):  
Purnama Mulia Farib ◽  
M. Ikhsan ◽  
Muhammad Subianto
Keyword(s):  
High School Students ◽  
Critical Thinking ◽  
Junior High School ◽  
Mathematics Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Discovery Learning ◽  
Research Subjects ◽  
School Students ◽  
Data Presentation

Penelitian ini bertujuan untuk mendeskripsikan proses berpikir kritis matematis dan mengidentifikasi tingkat berpikir kritis matematis siswa yang diberikan pembelajaran discovery pada pembelajaran matematika. Penelitian ini menggunakan metode penelitian kualitatif. Subjek penelitian adalah 6 orang siswa yang diambil dari 37 siswa kelas VII-E MTsN 3 Aceh Barat yang dipilih berdasarkan kemampuan awal matematikanya. Instrumen penelitian meliputi peneliti, tes berpikir kritis, dan pedoman wawancara. Teknik pengumpulan data yang digunakan terdiri dari tes berpikir kritis dan wawancara. Teknik analisis data yang digunakan pada penelitian ini yaitu reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa dalam aktivitas penyelesaian masalah siswa lebih banyak melakukan proses specializing dan generalizing. Siswa telah mampu mengidentifikasi masalah yang disajikan serta menyusun langkah penyelesaian yang mungkin untuk menyelesaikan masalah tersebut, namun pada proses conjecturing dan convincing, siswa masih perlu dilatih untuk menganalogikan masalah serta menyelesaikan masalah dengan cara yang beragam. Temuan penelitian ini dapat digunakan guru untuk merancang pembelajaran matematika yang melatihkan kemampuan berpikir kritis.The process of mathematical critical thinking of junior high school students through discovery learning AbstractThis study aimed to describe the process of mathematical critical thinking of students who were given discovery learning in mathematics learning. This study was classified as qualitative research. The research subjects were 6 students drawn from 37 students of class VII-E MTsN 3 Aceh Barat, Indonesia, and selected based on their initial mathematical abilities. The research instruments included researchers, critical thinking test, and interview guidelines. The data collection was carried out by giving a critical thinking test conducted after discovery learning and interviewing the research subjects after completing the test. The data in this study were analyzed by data reduction, data presentation, and conclusion drawing. The results showed that in solving problems, students were more dominant in the process of specializing and generalizing. Students have been able to identify the problem presented and arrange possible steps for solving the problem, but in the process of conjecturing and convincing, students still need to be trained in analogizing problems and solving problems in a variety of ways. The findings of this study could be used by teachers to design mathematics learning that exercises critical thinking skills.

scholarly journals Guided discovery model: An alternative to enhance students’ critical thinking skills and critical thinking dispositions

2018 ◽  
Vol 5 (1) ◽  
pp. 108 ◽  
Author(s):  
Sri Hastuti Noer
Keyword(s):  
Critical Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Guided Discovery ◽  
Thinking Dispositions ◽  
Critical Thinking Dispositions ◽  
In The Beginning ◽  
And Control ◽  
The Impact

This current study aimed to determine the effectiveness of the guided discovery model in increasing students' critical thinking skills and critical thinking dispositions. Each experiment and control group consisted of 34 students of grade X of one high school class in Bandar Lampung city. The data were obtained through mathematical critical thinking skills test and critical thinking dispositions scale. The data were analyzed qualitatively and quantitatively to obtain a comprehensive description of the impact of learning on the increase in both skills. The results showed that the increase of students’ critical thinking skills and critical thinking dispositions after learning was in the effective category. Other finding showed that the use of a contextual problem in the beginning of learning could trigger students to activate their prior knowledge. In this way, students used some strategies and made an appropriate conclusion confidently. This study suggested that the guided discovery model can be an alternative to improve students' critical thinking skills and critical thinking dispositions.

scholarly journals Pengembangan Lembar Kegiatan Siswa (LKS) Berbasis Keterampilan Berpikir Kritis Untuk Mendukung Implementasi Kurikulum 2013

2015 ◽  
Vol 3 (1) ◽  
pp. 52 ◽  
Author(s):  
M. Rahmad Syalehin ◽  
Sri Hartini ◽  
Suriasa Suriasa
Keyword(s):  
Critical Thinking ◽  
Junior High School ◽  
High Reliability ◽  
Evaluation Research ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Design Development ◽  
Research Subjects ◽  
Addie Model ◽  
Quantitative Descriptive

Learning physics only to training remember and understand aspect the causes of passive students and inhibit the development of thinking on a higher level. One reason for the development of curriculum 2013 is training critical thinking skills. Therefore, research that aims to develop critical thinking skills worksheets based on the subject matter of heat to support the implementation of curriculum 2013. The specific aims of this study describes: (1) the validity of student’s worksheet, (2) critical thinking skills of students after using the student’s worksheet, and (3) student's response to student’s worksheet. This type of research is the development of research ADDIE model includes the analysis, design, development, implementation, and evaluation. Research subjects are 30 students of class VII-F Junior High School 24 Banjarmasin. Collecting data through sheet of validity, sheet of critical thinking skills, interviews, observation,  questionnaire responses, and documentation. Data were analyzed by quantitative descriptive. Results showed (1) the validity of student’s worksheets based critical thinking skills in a very valid category and in the category high reliability, (2) critical thinking skills in the excellent category, and (3) student's response to student’s worksheet in the excellent category. Be concluded that the student’s worksheet based critical thinking skills developed in the proper category.  

Sign in / Sign up

Export Citation Format

Share Document